Mr. ESIA-DONKOH, Kweku
Gabriel-Wettey, F. K. N., Esia-Donkoh, K., & Ofosu-Dwamena, E. (2023). Administration and Management of Pre-tertiary Education in Ghana.(First). Hasraf Enterprise, Kumasi. ISBN: 978-9988-3-5598-2
Esia-Donkoh, K. (2023). Culture traits as predictors of tutor job satisfaction in selected public colleges of education in Ghana: A pre-test analysis. Journal of African Education, 4(3), 15-39. DOI: https://doi.org/10.31920/2633-2930/2023/v4...
Meshanu, H. K., & Esia-Donkoh, K. (2023). Public junior high school pupils’ perceptions of their learning style preferences and their relationship with academic achievement in social studies in East Mamprusi Municipality, Ghana. International Journal of Research and Innovation in Social Science, 7(10), 1693-1706. DOI: https://dx.doi.org/10.47772/IJRISS.2023.70...
Esia-Donkoh, K., Gabriel-Wettey, F. K. N., Arthur, G. A., & Sagoe, Augustine. (2022). Human Resource Management: Theory and Practice in Education.(First). Hasraf Enterprise, Kumasi. ISBN: 978-9988-3-4295-1
Esia-Donkoh, K. (2022). Effect of principals’ leadership styles on tutors’ job satisfaction in public colleges of education in Ghana. Journal of African Education, 3(3), 173-199. DOI: https://doi.org/10.31920/2633-2930/2022/v3...
Esia-Donkoh, K., Addai-Mununkum, R., Appianing, J., & Ofosu-Dwamena, E. (2021). Fundamentals of Effective Teaching: An Introductory Guide for 21st Century Educators.(First). Sprint Publications Ltd, Accra. ISBN: 978-9988-3-1779-9
Amenu, A. D., Esia-Donkoh, K., & Osei, A. A. (2021). Headteachers’ administrative duties and teacher job performance in public basic schools at Agona Swedru, Ghana. European Journal of Education Studies, 8(12), 447-464. DOI: https://doi.org/10.46827/ejes.v8i1
Ali, C. A., Acquah, S., & Esia-Donkoh, K. (2021). A comparative study of SAM and ADDIE models in simulating STEM instruction. African Educational Research Journal, 9(4), 852-859. DOI: https://dpi.org/10.30918/AERJ.94.21.125
Nyatsikor, M. K., Abroampa, W. K., & Esia-Donkoh, K. (2021). The influence of school type on pupils’ proficiency in selected school subjects: Implications for curriculum implementation in Ghana. Global Journal of Educational Research, 20(2021), 1-16. DOI: https://doi.org/10.4314/giedr.v20i1.1
Esia-Donkoh, K., & Quansah, D. K. (2021). Leadership styles of principals based on setting, zone, and location of public colleges of education in Ghana. Education Quarterly Reviews, 4(2), 443-454. DOI: https://doi.org/10.31014/aior.1993.02.293
Esia-Donkoh, K. (2020). Undergraduate sandwich students’ conceptualisation of leadership. International Journal of Psychology and Education, 4(December 2020), 29-44.
Mensah, R. E. A., Esia-Donkoh, K., & Quansah, D. K. (2020). Instructional supervision as perceived by teachers in public basic schools in Pokuase Education Circuit in the Ga-North Municipality, Ghana. European Journal of Education Studies, 7(6), 196-219. DOI: https://doi.org/10.5281/zenodo.3686763
Nyatsikor, M. K., Abroampa, W. K., Esia-Donkoh, K. (2020). The impact of school locale on pupils’ competencies in selected subjects: Does it matter more for specific regions in Ghana?. Global Journal of Transformative Education, 2(1), 72-85. DOI: https://doi.org/10.14434/gjte.v2i1.31174
Nyatsikor, M. K., Esia-Donkoh, K., Abroampa, W. K. (2020). The efficacy of the bioecological model of human development in predicting primary pupils’ academic achievement in Ghana and its curriculum implications. International Journal of Elementary Education, 8(2), 20-29. DOI: https://doi.org/10.11648/j.ijeedu.20200902.11
Esia-Donkoh, K., Bentil, J., & Nyatsikor, M. (2020). Variances in learning styles of full-time undergraduate students based on demographic variables. International Journal of Education, Learning and Development, 8(2), 50-70.